A Descriptive Study of the Case of Eaveston School District: Core Values from Deficit-Based to Asset-Based

Autor/inn/en	Welborn, Jaime E.; Lindsey, Randall B.
Titel	A Descriptive Study of the Case of Eaveston School District: Core Values from Deficit-Based to Asset-Based
Quelle	In: Journal of Leadership, Equity, and Research, 6 (2020) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-6459
Schlagwörter	School Districts; Equal Education; Organizational Change; Cultural Awareness; Values; Public Schools; Suburban Schools; Social Justice; Leadership; Elementary Secondary Education + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Organisationswandel; Cultural identity; Kulturelle Identität; Wertbegriff; Public school; Öffentliche Schule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Soziale Gerechtigkeit; Führung; Führungsposition
Abstract	A growing body of research has linked educational leadership and student achievement; however, the oppression of students of diverse race, ethnicity, and social class has perpetuated inequities and educational gaps for decades across the United States. Some educational leaders who care deeply about equity and social justice are examining their core values, behaviors, and beliefs, as well as their organization's policies and practices to identify and implement knowledge and skills that disrupt the inequities producing educational and opportunity gaps. This article reports findings that are part of a larger qualitative descriptive case study that investigated the implementation and experiences of Eaveston School District's intentional journey to become a culturally proficient school district. For this article, the authors included findings related to: (1) how the implementation of the "Cultural Proficiency Framework" influenced change; and (2) the challenges educational leaders face while implementing the work of Cultural Proficiency. The findings and conclusions of the study suggest that educators can lead organizational change and increase equity, access, and inclusion for all students by using the "Four Tools of Cultural Proficiency" to cause shifts from deficit-based to asset-based mindsets about students. (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01